A4 Assistant Superintendent Focus
FAILURE IS NOT AN OPTION, SUCCESS IS THE ONLY OPTION
Want to see state test results? BEWARE OF WHAT YOU MAY READ IN THIS SPECIAL EDITION
Intentional focus, Refining Professional Learning Communities, Novice Reduction Now What?
Alex Kennedy Elementary-Academic decisions based on accurate data, excellent staff that understands data and standards, nurturing atmosphere, daily schedule is set to provide both academic enhancement and interventions and an intentional focus on novice reduction. Proficient School
Bates Elementary we focused on our core instruction. Formative assessments of learning targets, using data to drive next steps including a focus on novice reduction, adding a full time interventionist to support our MTSS system. We did goal setting with our scholars and so much more. We will go deeper this year and are focusing on building leaders through the book Leader in Me. Distinguished School
Bloom Elementary
Although we did not meet our AMO, Bloom Elementary is proud to have increased achievement in reading based on the 2016 KPREP assessment. We also met 88% of our novice reduction targets for specific gap groups in reading. We have plans include refining our Professional Learning Community process to ensure we are targeting the individual needs of students as they plan instruction and provide interventions for students. Although we decreased the percentage of students performing at the novice level for every gap group at Bloom, we will continue to focus on strategies to reduce these percentages at even higher levels. Distinguished School
Cochrane Elementary focused on each and every child. Moving some of those students who had flatlined in previous years constantly striving for improvement (novice reduction). Proficient School
Should you target students?
Atherton High School gained because we target our struggling learners in Ramp up English and Math; target gap group for intensive academic enrichment and support the growth of all students through inquiry-based instruction in all classes. Distinguished School
Fern Creek High School
Overall positive increases in NAPD scores in achievement and gap, growth, and CCR
· Number of students showing growth increased 7 points to 65.6%
· College and Career Ready index increased over 14 points to 91%
· 6% reduction in gap students scoring Novice on all EOCs
· Positive increases in the number of students and gap students scoring distinguished
Proficient School
Jeffersontown High School is proud to have exceeded its AMO in 2016 as a result of meeting the needs of novice students and progressing them to higher levels of performance on the end of course exams. English teachers focused on improving language mechanics amongst students, with good results. For 2016-17, we will continue to emphasize moving novice students out of that performance level, as well as use professional learning communities to analyze data as we increase the percentage of students who are college and career ready. Proficient School
Teams or Departmentalization? Should we focus on writing? Rigor? Model? Build Relationships?
At Carrithers, we are proud to have met our AMO goal this year. Our implementation of a departmentalized master schedule and a strong advisory program for students allowed us to be student centered and make decisions around their needs. Through our intentional focus on mathematics professional development and implementation of professional learning communities, we were able to move many novice students within specific gap groups to higher performance levels. We are also excited about our gains in the number of proficient and distinguished students in on-demand writing. We will have a continued focus on reducing our percentages of novice students within all gap groups, with a specific focus on reading. Progressing School
Highland we are proud to have met its AMO for this school year. We worked to move students within specific gap groups out of the novice performance level and this work brought good results for some students. Strategically implementing professional learning communities, response to intervention, and positive behavior intervention support structures are being used to raise achievement for 2016-17. The math and English departments are also addressing rigor levels within their curriculums to move students out of novice and into the proficient and distinguished performance levels. Progressing School
Newburg is proud of the achievement improvements amongst our gap students. Our students improved in all 5 assessed subject areas. We’re proud of the fact that 87.5% of our student body (which are our GAP kiddos) increased in ALL 5 tested areas! Although we are disappointed that we did not move novice students at the rate we anticipated. This in part, caused our school not to meet AMO by 7 tenths of a point. Our efforts this year will be centered around moving novice students to higher levels of achievement and improving the writing abilities of our students through the implementation of a consistent writing program.
Ramsey is proud to have made AMO due to making gains in the percentage of proficient and distinguished students in almost every subject area (4 out 5). We are particularly excited about our improvement in On-Demand writing. Last year, we worked diligently at focusing our instruction on the specific learning targets and keeping students engaged with the content. We were also very intentional with moving our novice students up in mathematics. Progressing School
At Western the administrators met when scores came out to say what are they going to do as the leaders. Some of those things included better monitoring of systems-instruction PLC, assessment PLC, identified students who are P/D and help them maintain, identify n/p and reduce novice. More intentional/frequent regrouping of students, Friday focus (flashback) intervention, modeled appropriate differentiated techniques, honest conversations with/between colleagues, relationship building in the classroom, large focus on rigor in the classroom before spring bring went to Monday Mix up, student data revealed that there were students who still were not scoring proficient level in reading and math. The administrators and resource team each took a group of identified students and worked with them weekly on reading and math core curriculum to reduce novice and increase proficiency. Weekly embedded PD and culture of high expectations for all myself, administrators, students, teachers and parents. Champion Rice is a dedicated leader to do whatever it takes. Proficient School
Interventions, goal setting, error analysis what does it do??
Farmer focused on three big rocks 1.Personalized learning-staff focused on specific students needs, developed goals specific to these needs, and implemented interventions and enrichment accordingly. 2. PLC refinement-intentionally analyzing data collaboratively using error analysis to reduce novice and increase proficient and distinguished all year long 3. Student ownership- used student data folders for students to set personal growth goals and track their progress and conducted student led conferences. Farmer had not met its state goal for two years but was proficient one year and distinguished the other year. This past year 15-16 under Champion Conlon's leadership they met their goal and first time in school history is a School of Distinction.
Our Goldsmith family is proud of significant gains in Social Studies achievement. Our 2016 reading and math achievement remained consistent with 2015 levels however, resulting in not meeting critical novice reduction targets and falling short of the school's AMO. In addressing these results, we are standardizing our reading curriculum across levels and providing teachers with strong professional development through the Bellarmine Literacy Project. We are also identifying skilled teachers to provide specific interventions for students to meet their individual needs. Finally, we are using the MAP assessment to track the progress of our students in reading and math as we determine next steps in instruction and individualize our teaching to student needs.
At Klondike Lane Elementary, we were disappointed in a reduction in the Next Generation Learners score after two years of significant gains in achievement and student growth in reading and mathematics. Large reductions in the number of novice students in 2014 and 2015 resulted in very small novice reduction targets for 2016, leading to no points earned in novice reduction. Our work in this school year will revolve around refining the Professional Learning Community process as we develop formative assessments that individualize future instruction for our students and progress our novice students to higher levels of performance. We are committed at Klondike to do whatever it takes for our students. Teachers are constantly working together, sharing ideas, working with families and the entire school shares student work on Twitter daily.
Greathouse has a long history of academic success. We are proud to have maintained this success by exceeding our AMO goal. We showed gains in 4 of 5 academic subject areas, with gap students improving in all 5 areas. Our daily intervention and enrichment block has been critical as we enable all students to achieve at high levels. Under Champion Davis's leadership the school is a School of Distinction again and was number1 in the state a year ago of all Elementary schools. Although there are no percentile rankings this year they appear to be number one in the state above all schools elementary, middle and high based on data the school projected. School of Distinction
Whatever it takes, it takes focus, we are family!!!!
Tully Elementary's gains in percentage of students scoring proficient/distinguished in reading and math due to concerted efforts of teachers on increasing students higher level thinking skills through questioning techniques and professional development opportunities for teachers of literacy and math. Increased time for collaboration in professional learning communities and strategic planning for students who need additional time and interventions was also a focus. This is the 2nd time in school under Champion Dauehaner's leadership the school has been a School of Distinction for the 2nd year in a row who is a third year principal this year. School of Distinction
Hawthorne Elementary although we didn't make our goal we increased the percentage of students proficient or distinguished in 3 out of 5 subjects, within 0.4 percentage or less of our state identified goals for 3 out of 4 subjects. Last year we took a school wide focus on writing instruction. We are thrilled to see this 22 point gain from last year. We are continuing things that worked last year and addressing our areas of concern through additional instructional support in social studies. We increased the percentage of Gap (at-risk) students who scored proficient or distinguished. We are fullfilling our school vision. The vision is Every Hawthorne student will enter middle school on or above grade level. We are proud that only 4 of our current 5th grade students were novice in reading last year, and only 4 of our current 5th graders were novice in math last year. We are committed to reducing the number of novice students across the board and to increase the number of students who are to be on or above grade level. We will continue to work to provide high quality instruction for all of our students in their daily school experiences. For students who need additional time and support in learning process, we provide targeted interventions.
Jeffersontown Elementary through a focus on implementing a school wide response to intervention program to ensure the needs of every child are being met, we are proud to have met our AMO goal from last year. Teachers at Jeffersontown Elementary have worked diligently in professional learning communities to plan, analyze and determine adjustments to instruction. Unifying our language arts and mathematics blocks also aided our work in moving students to the proficient and distinguished levels. Although we experienced some good results moving students out of the novice performance level in mathematics, we will emphasize this work in reading during the 2016-17 school. Proficient School
At Fern Creek Elementary the focus on math last year. We failed to meet the novice reduction in reading. The number of proficient readers fell. Our Gap novice increased in reading and gap novice reduction in math. Novice and apprentice reduction in math
Why do professional development?
At Watterson Elementary, we are extremely excited about increasing our Next Generation Learners score by almost 20 points. Achievement increased in every subject area. This is due to our intentional focus on providing extra supports and interventions for students before, during and after school, based on their individual needs. Throughout the year, we studied student performance data closely as we moved students out of novice and into the proficient and distinguished performance levels. Our priorities for this year include strengthening our professional learning communities and working on goal setting with students as we build upon the instructional momentum created last year. This was Champion Ferry's first year as principal and the school went from needs improvement and not meeting its state goal two years in a row to being Distinguished first time in school history under her leadership. Distinguished School
Wheeler Elementary Through an intense focus on the part of our teachers to tightly align curriculum for all students in grades K-5, Wheeler is very proud that it exceeded its AMO on the 2016 K-Prep assessment. Each student has a team of professionals dedicated to meeting their individual needs and designing instruction around those needs. Our work in mathematics to move students out of the novice performance level produced excellent results. For this school year we are continuing to focus on progressing students out of novice and using aligned programs to increase our percentages of proficient and distinguished students. Year before last first time in school history the school was Distinguished and now from last year the school first time ever is a School of Distinction under Champion Espinosa's leadership a 4th year principal. School of Distinction
Progress Monitoring, naming and claiming and differentiated instruction???
Luhr Elementary made a strong gain in reading due to our intentional focus on differentiation instruction and increasing vocabulary skills. Teachers collaborate during professional learning communities regularly and have focused targeted RTI during WIN (what I need). The majority of the teachers have been involved in BLP. We continue to work hard and will work to focus on math and reading at the same time to improve math. We are committed to every student at Luhr and we are thankful for our hard working teachers and staff.
Price Elementary made a significant gain in writing 5th grade-11%-22.4% and increase in math in 3rd grade 10.6%-19.3%. Reading across all grades decreased along with dips in Math for 4th and 5th grades. These negative percentages are a result of focusing on one content area (writing) and not covering reading skills while teaching SS along with a lack of progress monitoring and researched based interventions. We have a system in place this year to progress monitor as well as name and claim each child in every content area with researched based interventions. Progressing School
Rangeland Elementary is proud to have made AMO due to making 94% novice reduction in math through intense naming and claiming scholars all year to move them from novice to proficient. We were able to improve in Language Mechanics because we went back to using DOL (Daily Oral Language) across the board. We dropped lots of points in SS and writing because I didn't have the right people in the right seats on the bus in 5th grade and the SS materials was not used with fidelity. Sixty percent of the teachers in the accountability grades were new to the profession, new to the school or non tenured. We have time built into our schedule for our teachers to plan collaboratively together as a team daily. PLC is not what we do it is who we are at Rangeland. Progressing School
Michelle L. Dillard, Assistant Superintendent Academic Achievement Area 4 Jefferson County Public Schools
The mission of Jefferson County Public Schools is to challenge and engage each learner to grow through effective teaching and meaningful experiences within caring, supportive environments,
The vision is ALL Jefferson County Public School students graduate prepared, empowered, and inspired to reach their full potential and contribute as thoughtful, responsible, citizens of our diverse, shared world.
+2 Rita Pierson: Every kid needs a champion
Hard work, dedication, and commitment from all in Area 4 because we believe failure is not an option. No excuses, just results. We will achieve!
Email: michelle.dillard@jefferson.kyschools.us
Website: www.jefferson.kyschools.us
Location: 3332 Newburg Road, Louisville, KY, United States
Phone: 502-485-3673
Twitter: @AssistSupArea4